Reflective Self-Assessment Tool

Please be as honest as possible. This tool is for your use.

1. When planning for a lesson, I…

a. Begin with the content and activities that we will be covering and occasionally prepare
specific teaching strategies.
b. Utilize recent student assessment data to determine what I’m going to teach and how
I’m going to teach it.
c. Spend most of my time deciding which instructional methods I’ll use to meet the specific
needs of my students relying on unit plans to determine the content.
d. Spend most of my time deciding which instructional methods I’ll use to meet the specific
needs of my students relying on unit plans to determine the content.
e. Consult the teacher’s edition of the textbook and follow the lessons provided.

2. When considering how often I reflect on my teaching, I…

a. Routinely reflect after teaching a lesson and/or analyzing an assessment.
b. Reflect after grading student work or when prompted by an administrator, coach, or
colleague.
c. Occasionally reflect after grading assignments or quizzes.
d. Continuously reflect, including during the lesson itself.

3. When planning to address student misconceptions, I…

a. Address them when they occur, because it is difficult to tell where students struggle.
b. Follow the established plan for the lesson from beginning to the end.
c. Analyze student work to determine what struggles students are having then plan to
address them.
d. Plan for check-ins throughout the lesson, so I can provide support necessary.

4. When I encounter students who struggle in a lesson, I…

a. Analyze each student’s specific struggles to determine a course of action designed to
address them.
b. Can’t always tell why they struggle, because there are so many variables.
c. Realize I have little control over how some students perform, so I continue to encourage
them.
d. Look at my teaching strategies to see if changing them might have a better effect.

5. When attempting to reengage students who are off-task, I…

a. Stop the lesson, regroup students, and resume the lesson when I’m ready.
b. Address the situation with a variety of preplanned engagement strategies.
c. Employ a strategy that I am most comfortable with and have used before with success.
d. Use ideas from the lesson plan I’m following and/or power through in hopes that
students will reengage.
6. When I ask questions in class, I…
a. Ask questions that I have prepared in advance.
b. Ask questions from a collection I have prepared, varying my asking/answering
strategies.
c. Ask questions that come to me while I’m teaching and that will continue to move the
lesson forward.
d. Ask questions that are included (as written) in the lesson plan.

7. When describing the students I teach each day, I…

a. Can identify those who are most/least successful, who struggle with assignments, and
who are the first to finish.
b. Can identify individual academic profiles and can cite the latest assessment data.
c. Tend to focus on their personalities, behavioral patterns and overarching descriptive
traits.
d. Can explain the latest assessment data, including anecdotal information, and can
describe how they are grouped for instruction.

8. When students are struggling in a lesson, I…

a. Stick with the lesson plan to make sure we cover the required material.
b. Attempt to address the learning gaps by modifying the following day’s lesson.
c. Adjust my instructional approaches immediately.
d. Go back and reteach the problems they got wrong.

9. When determining the level of success in a particular unit, I…

a. Monitor the progress of individual students through continuous formative and
summative assessment strategies.
b. Monitor class performance on lesson assignments and/or quizzes to see if students are
“getting it.”
c. Monitor performance by administering an end-of-unit test and noting student scores.
d. Monitor class progress through formative and summative assessments strategies.

10. When reflecting on my students’ assessment performance levels, I…

a. Check the grade book to see how the students fared.
b. Can describe individual students and the specific concepts they have mastered.
c. Explain with detail how groups of students performed.
d. Provide information about how the class did as a whole.
 Self-Assessment Scoring Guide
Now that you have honestly and accurately completed the self-assessment, you are ready to score it.

• 10-14 points: Unaware Stage

• 15-24 points: Conscious Stage

• 25-34 points: Action Stage

• 35-40 points: Refinement Stage

Scoring Chart

Write down the number that corresponds with each letter for your answer. Add all your scores
together to get your final score.

Question A B C D Your Score

1 2
2 3
3 2
4 4
5 2
6 3
7 2
8 1
9 4
10 1 4
Total
3 4 1
1 2 4
1 4 3
1 2 3
4 3 1
4 2 1
3 1 4
3 4 2
2 1 3
3 2